Exam questions Essay Example | Topics and Well Written Essays - 3000 words

Exam questions - Essay Example Although it may be tempting to view US foreign aid in the post-war era as a type of benevolent gifting to the lesser developed regions of the globe, the fact of the matter is that each and every foreign aid decision in means by which loans, foreign direct investment, trade preference, or need was directed had a definitive purpose and goal in mind. As a result of the Second World War, the United States was placed in a unique position of authority in a newly differentiated bipolar global system. Undisputed dominance within the Pacific allowed the United States to extend trade to regions of the world that it had not fully integrated with previously. The presence of United States military personnel on outposts as diverse as Guam, Gibraltar, Cyprus, Norway, and a litany of others allowed for the formation of the new empire in which the United States would come head-to-head for a period of approximately 40 years with the Soviet Union. Within such a dynamic and such a level of understanding , the rationale and motivation for engaging in the Marshall Plan is readily seen. Again, although the Marshall plan has been incorrectly viewed by many historical sources as merely a means to rebuild Europe after the devastation of war, the ulterior motive that drove this was twofold. The first reason why the United States actively engaged in the Marshall plan was as a means to rebuild the economies of Europe that had been so devastated by the result of World War II. Although the Marshall plan called for unimaginable levels of foreign aid to be given to the governments of Western Europe, this level of money, although unprecedented, was seen, by and large, as a type of investment. Although the United States emerged from World War II is the most powerful nation on earth, it nonetheless required robust economies in order to trade with and derive economic benefit. Secondarily, the Marshall plan was instituted as a means of providing a solid bulwark against the encroachment and seemingly never-ending advance the Soviet Union was making into central and parts of southern Europe. Whereas the old dictum is true that it is impossible to buy your friends, the United States attempted to do just this, surprisingly successfully, by instituting a liberal policy of economic development within the shattered shell of a war ravaged Europe. After the collapse of the Soviet Union and the conclusion of the Cold War era, the United States approach to aid remained necessarily concentric upon trade, interests, and strategic rivalry. In such a way, even a cursory review of the level and extent to which the United States utilized foreign aid reveals a situation in which aid is invariably utilized as a leverage point. However, it must not be understood that the United States foreign aid is divisible into a single category. Rather, this analysis will briefly engage with some of the key functions and affects the different types of aid and appropriations had with regards to how developing nations have been affected as well as the key limitations in which such programs necessarily espoused. The second of these aid programs which will herein be discussed is known collectively as the Four Point Program. Instituted under Pres. Harry Truman, the four-point program was actually a reaction to social and aid programs that the Soviet Union had extensively developed around the world. As a function of showcasing and power of the Soviet ideal, the Soviet Union ridiculed the Western capitalist nations for

Differentiating Instruction and Why It Is Important- Bring it all Essay

Differentiating Instruction and Why It Is Important- Bring it all Together w8 - Essay Example Furthermore, one can also ask the help of the other faculty members in the department who may be knowledgeable of the profile of the students that one will have. Aside from talking with their previous teacher, one can administer a diagnostic pre-test during the start of the class (Carnegie Mellon, n.d.). This activity will be very useful in assessing the strengths and weaknesses of the students. Another activity that can be done is to ask the students to make a concept map about a major topic in the course one is teaching (Carnegie Mellon, n.d.). This can provide one with a clear sense of the extent of understanding of the students on the issues that will be discussed. It will help one point out the students’ false impressions and wrong beliefs. One of the challenges posed by the teaching profession is to be able to assess a student’s background knowledge. To be an effective teacher, one must find ways of determining where the students stand at the start of the class. It is only then that one can design a course which will be useful and appreciated by one’s

Self Assessment (Final Portfolio) Essay Example | Topics and Well Written Essays - 750 words

Self Assessment (Final Portfolio) - Essay Example To put it simply, I must say that I lacked a direct human relationship with the language. However, after joining this class, in the course of time I have developed a genuine love and appreciation for the English language. My approach towards learning English language is no more, dry, but is marked by lot of emotion, enthusiasm and interest. One other important thing that I learned in this class is the importance of making mistakes, as far as the task of learning a language is concerned. In the initial stages I mostly got disheartened by the number of mistakes I made. Sometimes I strongly felt that I will never be able to have a good grip over the English language. However, later on I realized that every time I made mistakes, I learned many new things, which improved my English a lot. So slowly I got over the fear of making mistakes. With the passage of time my writing skills began to improve. On the basis of the things I learned by making mistakes, I began correcting and improving my previous drafts. No wonder, these corrections made my drafts more grammatically correct and meaningful. I realized that I could express my views and emotions in a much better way than before. I know I still have a lot to learn. But, now I take this challenge with much enthusiasm and hope. The most important thing that this class did for me was to allow for a direct exposure to the concepts of culture and identity by making us read the stories written by famous writers. This class also allowed me a chance to watch three international films. Both these experiences of reading stories and watching films helped me improve my communication skills and made me better at expressing and conveying my views and feelings. Out of the three international films I watched, the film that impacted me most was the Iranian film The Color of Paradise. This film was about the story of a blind boy Mohammed, who is disliked and rejected by his father because of him being blind. His father felt that his bli nd son Mohammed would spoil his plans of getting a new wife and leading a happy and prosperous life. What particularly impressed me in this film was Muhammad’s ability to enjoy the beauties of nature, despite his being blind. I was touched by his sadness and his belief in himself and God. I believe that all of us have a little Muhammad inside us. All of us may be not be blind. Still, many a times many of us are unable to convey to others what we think and feel due to many problems like not knowing a language or not knowing how to phrase what we intend to say. In that sense I identified with Muhammad. Watching this film encouraged me to improve my communication skills and my ability to interact with others. Out of the stories that we read, the one that interested me most was Bloomington, Fall 1971. Though I found the story to be very interesting, the one thing that impressed me most was the mastery of the writer over the art of writing. This story showed to me how language can be used to communicate and convey the most deep seated emotions and feelings. This story made me respect the power of writing. It motivated me to work hard to improve my writing skills and to be able to communicate with others in a much better way. Overall, I must say that this class has led me on to a journey towards improvement and ambition. Whatever I have learned in this class will surely make a good foundation for further improving my writing and communication ski

Essay on Twelfth Night: A Gender-Bending Journey -- Twelfth Night essa

Twelfth Night: A Gender-Bending Journey      Ã‚   Shakespeare enjoyed writing passionate plays about young lovers, but, after a while, the formula became exhausted and the Bard was forced to dig deeper, creatively speaking. Twelfth Night is an example of a Shakespearean love tale with a slight twist to keep things interesting. This play was the â€Å"Tootsie† of its time. Twelfth Night takes the audience on a gender-bending journey, while maintaining all the elements of true love throughout. At one point, Olivia wears a disguise in order to take on the traditionally male role of wooing her romantic interest, Cesario, who is also disguised. Although Olivia flirts with Cesario and tells him that his â€Å"scorn† only reveals his hidden love, she is mistaken. Her misinterpretation of Cesario’s manner is one of many problems contained within the drama. Cesario’s true gender, Olivia’s active pursuit of him/her, and the ambiguity of words with double meanings in this passage threaten to turn who lesome, romantic conquest on its head, or as Olivia says â€Å"turn night to noon† (139).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the bigge... ... Erasmus, Desiderius. In Praise of Folly. Trans. Hoyt Hopewell Hudson, Princeton, New Jersey: Princeton University Press, 1970. Hotson, Leslie. Shakespeare's Motley. New York: Oxford University Press, 1952. Potter, Lois. Twelfth Night: Text & Performance. London: Macmillan, 1985. Shakespeare, William. The Norton Shakespeare. Edited Stephen Greenblatt et al. New York: W. W. Norton & Company, 1997. Zijderveld, Anton J. Reality in a Looking-Glass: Rationality through an Analysis of Traditional Folly. London: Routledge & Kegan Paul, 1982.

Psyc 305 Exam #1 Study Guide

PSYC 305 Exam #1 Study Guide Defense Mechanisms: help ego deal with anxiety (Ego cannot handle the conflicts between ID and superego. ) * Rationalism: plausible, but false reason for action * â€Å"I needed to break up with my boyfriend for his own good. † * Sublimation: socially productive displacement * â€Å"I’ll just go to the gym. † * Projection: ascribing own impulses to others * â€Å"He hates me. † * Denial: refusal to acknowledge the impulse * â€Å"I don’t hate my ex. † * Intellectualization: clear, undistorted recognition of impulse over explained and with emotion removed * â€Å"I always have trouble with relationships† Repression: impulses or experiences kept unconscious * â€Å"I feel nothing towards him. † * Isolation: cutting off thoughts related to occurrence * â€Å"I never think about him. † * Identification: merging ones identity with someone else * â€Å"I want to be just like that bully. † * R eaction Formation: transform impulse to the opposite * â€Å"I love my father so much. † (LOVE/HATE) * Displacement: impulses toward another activity * â€Å"What a bad day, I hate my boss and my job, punch hole in wall. † Freud’s Psychosexual Stages (oral – anal – phallic – latency – Genital) * Oral * Birth to age 1 Focus on mouth and feeding * All ID, all the time * From passive > active * Oral fixation * Passive, overly optimistic, dependent * â€Å"Experiencing through the mouth† * Traits: passive dependent, oral aggressive, oral erotic * Anal * Sphincter muscle * Age 1 – 3 * Experiencing through elimination and retention * Excreting – toilet training, ego development * Anal fixation – orderliness, parsimony and simplicity, obstinacy and stubbornness * Traits: passive aggressive, paranoid, compulsive, messy/disorganized, stubborn/stingy * Phallic * Age 3 – 5 * Focus on genitals and masturbation S uccessful passage leads to development of the superego * Solid understanding of the opposite sex * Fixation – immature super ego, pore sex-role typing, sexuality issues * Genitals * Seen in noticing genitals and sex differences, special attention to opposite sex-parent * Narcissistic, arrogant, vane * Oedipus conflict * Boys develop sexual feelings for their mothers and want to replace their dad * Castration anxiety: fear that dad will cut off son’s penis as revenge * Resolved when boy decides to follow in dads footsteps * Electra Conflict * Penis envy: girls feel inferior when they realize they do not have a enis, blame mom * Decides to seduce dad for revenge * Seduction hypothesis: real incest between father-daughter. Revised: fantasy only * Conflict resolved when girl learns to indentify with mother * Latency * Age 5 – puberty * Nothing much going on –ID, ego, superego already developed * Genital * Starts at puberty * Sexual satisfaction from opposite sex * Development of adult sexuality * Proper resolution if no past fixations Freud’s Topographic Model (iceberg) 3 components 1. Conscious mind: aware, accept, identify 2. Unconscious mind: can be brought to awareness readily 3. Preconscious mind: repressed. * ID Unconscious * Preverbal * Source of our instincts and passions * Infant * Driven by pleasure principle * â€Å"Innocent child that doesn’t know any better† * Primary process * First to develop * Libido: sexual energy * Eros: life instinct * Thanatos: death instinct * Balances sex and aggression * Satisfy urges, reduces tension * Seeks pleasure * Ego * The mostly conscious part of the mind * Balances or goes between id, superego and reality * Grows out of the id (ego is shown first even though id exists first) * Face the real world * Understands reality * Decision maker between id and superego * Secondary process/future Second to develop * Brings unity to personality * Reality principle * Superego * Int ernalization of parental images and rules * Includes â€Å"thou shalts† (ego ideal) and â€Å"thou shalt nots† (conscience) * Rules and restrictions of parents/society * Third to develop * Rules and morals of society * Guilty * Phrenology: theory that personality characteristics could be determined by reading the bumps on the skull. (Franz gall) * Localized thinking, feeling and personality in the brain * Attempted to be scientific in explaining characteristic behavior * Fostered scientific debate about the nature and causes of personality Person Metaphors (as a†¦) * Animal: * Respond to reward, punishment * Can be prisoner of its biology * Scientist: * Seek the truth * Try to understand the world by making/testing theories * Actor: * Idea of life as drama (roles) * Writing/acting out scripts * Backstage/onstage * Pathology as role confusion * Computer: * Hardware & software * Data * Programs needing to be debugged * Input > output * Machine: * Causes & effects * Snake biting then developing a fear of snakes * System (ecosystem) * Interconnecting living parts * Self-regulation toward homeostasis * Little changes can have big effects Homeostatic level * Avoid anxiety/fear * Pilot * The self * Being in the drivers seat, steering towards goals * Personality: 1. The stylistic aspects of how we think, feel and act and motives implied by these that make us agreeable or to live with (Dollinger). 2. The underlying causes within the person of individual behavior and experience (Cloninger). * 3 D’s 1. Description: how do we describe people? a. Traits > measures characteristics on continuous scales factors > measures an individuals characteristics based on a group of related traits types > putting people into categories 2.Dynamics: How do our personalities influence our behaviors and motivation? 3. Development: what determines our personality? * Idiographic: looks at the characteristics of a single individual * Individual, one person, different traits * Nomothetic: comparing one person to another * Group of people, one trait in different people * Assessment 1. Interviews (value interactive and subjective approach) a. Unstructured i. Clinical Judgment b. Structured ii. Training, reliability/consistency c. Both should involve empathy, warmth and concern 2. Questionnaires (large sample, need good norms, value efficiency and objectivity) d.General or specific e. Obvious or subtly f. Logically keyed (theory) g. Empirically keyed (what items correlate with) 3. Objectivity: Keeps things standardized and eliminate interviewer bias 4. Subjectivity: Assess your â€Å"feel† for who the person is and the informers reliability in answering. * Reliability: the consistency of response to a psychological assessment (standardization) * Consistency/stability * Questionnaire producing consistent results from time one to time two * Validity: the extent to which an assessment device measures what it is intended to measure * Really measu res what it claims to measure Predictive Validity: how well a test score predicts future behavior * Does a test predict a behavior that the researcher accept as a criterion for the construct being measured * Content Validity: How well the individual items relate to measured construct (face validity) * Test – retest reliability, alternate forms * Correlation * An observational method * Looks for associations between two psychological constructs * Social support and depression * Yields a number representing the degree that two constructs are associated with each other * Coefficient Pearson’s r statistic * Range -1 to +1 * -1 = perfect inverse relationship * 0 = no mathematical relationship * +1 = perfect positive relationship * Limitations * Can’t determine cause and effect relationships * Can only conclude that one or more variable are associated with each other * Good enough if goal is prediction only * Independent Variables: the variables that are manipulated. * Dependent Variable: not manipulated but measured for possible change effects.

What Is Earth Day - Why We Have It

Animal behavior - 1887 Words

Informational Interview Donna K. Lane Animal Behaviorist Psych3210 Summer, 2014 HYPERLINK mailtoDlane21@capellauniversity.edu Dlane21@capellauniversity.edu Dr. Celeste Hill Introduction When I started my courses in the field of Psychology, I had no idea how much it went side by side with the field of employment I hope to obtain in the future. Animals and Psychology have always been my two favorite studies. I didnt realize until after doing research and an informational interview, just how much Psychology is intertwined with the position of an Animal Behaviorist. After conducting an informational interview with Dr. Katherine Leighty, Science Operations Manager over Walt Disneys Animal Kingdom, and doing further research, I found that†¦show more content†¦She then realized that she was more interested in how and why animals act the way they do and just started concentrating on the Animal Behavior part through Psychology (Dr. K. Leighty, informational interview, September 2, 2014). Dr. Leighty also told me that when she was doing an internship working with Chimps, learning how to collect behavioral data, to have a comparative model she also worked with human children collecting the same types of data (Dr. K. Leighty, informational interview, September 2, 2014). Dr. Leightys interview gave me so much more to go on in my pursuit of becoming an Animal Behaviorist. She enlightened me on the courses I should be thinking about taking in college. She also told me I was on the right path with taking Psychology and continuing with the different Psychology courses in relation to Animal Behavior. I have always thought Psychology was needed in the study of animals. I just didnt realize just how much until this paper and interview. Psychology is the study of the mind..be it in humans or animals. Throughout my research I found many ways Animal Behaviorists and Psychologists use the same research methods and observational studies. 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